Lesson Plan : Look at those Leaves
Teacher Name: | Leanne McMillen |
Grade: | Grade 2 |
Subject: | Science |
Topic: | Science--Leaves |
Content: | Identify leaf parts, measure size of leaves, compare and group leaves. Create leaf rubbings. Key vocabulary: Bud, Petiole, Midrib, Blade, Leaf, Simple leaf, and Compound Leaf |
Goals: | Indiana State Standards--Standard 3: Life Science 2.3.2 Compare and contrast details of body plans and structures within the life cycles of plants and animals. Core Standards-- Math Measure and estimate lengths in standard units. 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yard sticks, meter sticks and measuring tapes. 2.MD.4 Measure to determine how much longer on object is than another, expressing the length difference in terms of a standard length unit. Core Standards--English Research to Build and Present Knowledge 2.W.8 Recall information from experiences or gather information from provided sources to answer a question. Comprehension and Collaboration 2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others' talk in conversations by linking their comments to the remarks of others. c.Ask for clarification and further explanation as needed about the topics and texts under discussion. 2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 2.SL.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. |
Objectives: | Students will compare leaves. They will distinguish the differences and similarities by classifying the leaves. They will classify the leaves by sorting them into piles based on characteristics. They will also be able to name the parts of a leaf and label their leaf rubbings. |
Materials: | Computer, Computer projector, screen or white wall, plastic bag in which to gather an assortment of leaves, or an assortment of leaves, magnifying lens, masking tape, sheets of white paper, crayons, rulers |
Introduction: | I would engage the students through YouTube video of "Autumn Leaves" http://www.youtube.com/watch?v=mHF8CX3i4SY&feature=related After playing the video I would ask the students what they think we will be studying today. After a response of LEAVES. Ask: What are leaves like?" I would expect comments concerning color, texture, and where leaves are found. Ask: What are the similarities in leaves from different trees?" I would expect comments concerning size, shape, and color |
Development: | I would tell the children to line up at the door because we are going on a leaf walk. "Please pick up leaves off the ground. Do not pick leaves from the trees. Try to find different kinds of leaves." Take a leaf walk with the children and another adult to keep on eye on the students. Make sure you have a defined area for students to pick up leaves. After the walk, have the children lay their leaves out on their desks. "Now I would like you to compare your leaves. Ask: "How are the leaves alike?" I would expect comments concerning size, shape, and color. Ask: "How do the leaves differ in shape?" I would expect comments that some are fat and some are skinny. Or comments that some are shaped like an oval and others are shaped like a hand. Ask: "Do all leaves have the same number of points?" I would expect a resounding "NO!" Ask: How many points do the leaves have?" I would expect a variety of numbers. Ask: What can you tell me about the arrangement of veins?" (Make sure to have the magnifying glass out). I would expect comments of "they come straight off the stem" to "they wiggle all over the place". Ask: "Why do you think leaves vary so much from one another?" I would expect a wide variety of answers just as their are a wide variety of children and leaves. I would again use the computer and projector to display a drawing of a leaf with the parts identified. http://www.robinsonlibrary.com/science/botany/anatomy/graphics/leafparts.gif This would re-enforce the vocabulary. (Bud, Petiole, Midrib, Blade or leaf, simple leaf and compound leaf) |
Practice: | I would have the students place the leaves in groups according to color. Ask: "How many groups did you form? I would expect a variety of responses. Have the students place their leaves in groups according to shape. Ask: "How many piles did you make? I would expect a variety of numbers. Have the students place their leaves in piles according to size. Ask: "How many piles did you make this time?" I would explain that we just classified the leaves three different ways. Then, depending on how many computers were in the classroom, I would have the students get in groups around the computers and read from the book, Trees are Terrific...Travels with Pierre, on computers. http://urbanext.illinois.edu/trees1/index2.html |
Accommodations: | Students who struggle with reading or are vision impaired would be able to listen to the book, Trees are Terrific... Travels with Pierre, on computers |
Checking For Understanding: | The leaf rubbings with the labeling and measurements will serve as an assessment for measurement. By putting the measurements on the leaf rubbings I will be able to check if the student understands how to measure and label correctly. It will also serve as an assessment for following directions. The labeling on the leaf rubbings will re-enforce vocabulary and help with the understanding of the parts of the leaves. Evaluations will also be based on observation. |
Closure: | After the students hand in their papers, I will ask students to tell me something they learned about leaves. I will expect all hands to go up and I will give every child an opportunity to tell me something they learned about leaves. |
Evaluation: | The leaf rubbings with measurements will act as an evaluation of the students ability to measure objects. |
Teacher Reflections: |
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